Giáo án Tiếng Anh lớp 4 Global Success Unit 20 Lesson 1

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

Language knowledge & skills

- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what someone is doing at a camp.

- correctly say the phrases and use What's he / she doing? – He's / She's__. to ask and answer questions about what someone is doing at a camp.

Competences

- Communication and collaboration: work in pairs and groups to complete the learning tasks

- Self-control & independent learning: perform learning tasks

Attributes

- Show their love for outdoor activities and be kind and friendly to their friends

II. RESOURCES AND MATERIALS

- Student’s book: Page 64

- Audio tracks 92, 93

- Teacher’s guide: Pages 280, 281, 282

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 20)

- Computer, projector, …

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Wrap-up

Procedure

Teacher’s and pupils’ activities

Interaction

Note

Warm-up and review:  5 minutes

Greet the class and encourage pupils to respond to the greeting.

Option 1:

- Spend a few minutes revising Unit 19 by getting the class to chant to revise the expressions “dance beautifully” ”run quickly” “sing merrily”

- Play the chant once and require pupils to listen carefully to recall the rhythm and lyrics.

- If possible, ask pupils to chant and clap their hands without music to recall the chant. Correct their pronunciation if necessary.

Whole class/ Individual work

EXPLORATION

Activity 1. Look, listen and repeat.   5 minutes

a. Goal

To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what someone is doing at a camp.

b. Input

- Context a:
Bill: Hi, Mai. Is Nam there?

Mai: Yes, he is.
- Context b:
Bill: What’s he doing?
Mai: He’s building a campfire.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what someone is doing at a camp.

d. Procedure

Step 1: Have pupils look at Pictures a and b, and identify the characters and their activities at the summer camp.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the question What’s he doing? and the answer He’s building a campfire. Tell pupils that they are used to ask and answer questions about what someone is doing at a camp.

Whole class

Individual work

Whole class

Pair work

Whole class

e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say.   10 minutes

a. Goal

To correctly say the phrases and use What's he / she doing? – He's / She's _____. to ask and answer questions about what someone is doing at a camp.

b. Input

- Picture cues:

a. a boy putting up a tent

b. a girl building a campfire

c. a boy telling a story and his friends listening to him

d. a girl taking a photo

- Speech bubbles: What's he / she doing? – He's / She's _____.

Audio script:

a. putting up a tent

b. building a campfire

c. telling a story  

d. taking a photo

a. A: What’s he doing?

    B: He’s putting up a tent.

b. A: What’s she doing?

    B: She’s building a campfire.

c. A: What’s he doing?

    B: He’s telling a story.

d. A: What’s she doing?

    B: She’s taking a photo.

c. Outcome

Pupils can correctly say the phrases and use What's he / she doing? – He's / She's _____. to ask and answer questions about what someone is doing at a camp.

d. Procedure

Step 1: Have pupils look at the pictures and elicit the activities of the characters.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (putting up a tent). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What's he doing? – He's putting up a tent.). Have the class repeat the question and answer a few times.

Step 3: Repeat Step 2 with the other three pictures.

Step 4: Have pairs practise asking and answering the questions What's he / she doing?– He's / She's ___. using the picture cues.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Whole class

Pair work

e. Assessment

- Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of What's he / she doing? – He's / She's _____. to ask and answer questions about what someone is doing at a camp in a freer context.

b. Input

- Picture cue: a boy building a campfire, a boy telling a story and his friends listening to him, a girl taking a photo of her friend, a girl putting up a tent

- Speech bubbles: What's he / she doing? – _____.

c. Outcome

Pupils can enhance the correct use of What's he / she doing? – He's / She's _____. to ask and answer questions about what someone is doing at a camp in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input).

Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentences.

Step 3: Put pupils into pairs and encourage them to practise asking and answering questions about what someone is doing at a camp. Go around the classroom to offer support where necessary.

Step 4: Invite a few pairs to the front of the class to ask and answer questions about what someone is doing at a camp using the picture cue. Praise pupils if they perform well.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes

Option 1:Game: Cross the extra letter

Option 2:Play the online game from Tinytap

Option 3: Spelling Game

- Divide pupils into groups.

- Find the V-ing form of the verbs

- Groups get more answers win and get stickers

Project preparation: Tell pupils about the project on page 69, Lesson 3, Activity 6. Ask each pupil to draw a simple picture of three or four friends and their activities at a camp at home. They will say what the friends in the picture are doing at Project time.

Whole class